Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

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Lights, camera, active! appreciation of active learning predicts positive attitudes towards lecture capture

Higher Education ◽

10.1007/s10734-020-00674-4 ◽

2021 ◽

Author(s):

Emily Nordmann ◽

Anne Clark ◽

El Spaeth ◽

Jill R. D. MacKay

Keyword(s):

Active Learning ◽

Teaching Practice ◽

Attitude Scale ◽

Conceptions Of Learning ◽

Educational Impact ◽

Lecture Capture ◽

Support Tool ◽

Political Issues ◽

Learning And Teaching ◽

Positive Attitudes

AbstractMuch has been written about instructor attitudes towards lecture capture, particularly concerning political issues such as opt-out policies and the use of recordings by management. Additionally, the pedagogical concerns of lecturers have been extensively described and focus on the belief that recording lectures will impact on attendance and will reduce interactivity and active learning activities in lectures. However, little work has looked at the relationship between attitudes towards lecture capture and broader conceptions of learning and teaching. In this pre-registered study, we administered the Conceptions of Learning and Teaching scale and a novel lecture capture attitude scale to 159 higher education teachers. We found that appreciation of active learning predicted more positive attitudes towards lecture recordings as an educational support tool, whilst higher teacher-centred scores predicted greater concern about the negative educational impact of recordings. The effects observed were small; however, they are strong evidence against the view that it is instructors who value participatory and active learning that are opposed to lecture capture. Exploratory analyses also suggested that those who did not view recordings as an essential educational resource record fewer of their lectures, highlighting the real-world impact that attitudes can have, and further strengthening the need for staff to be provided with evidence-based guidance upon which to base their teaching practice. Data, analysis code, and the pre-registration are available athttps://osf.io/uzs3t/.

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Forty Years’ Experience in Teaching Fluid Mechanics at Strasbourg University

Fluids ◽

10.3390/fluids4040199 ◽

2019 ◽

Vol 4 (4) ◽

pp. 199 ◽

Cited By ~ 1

Author(s):

Daniel G. F. Huilier

Keyword(s):

Fluid Mechanics ◽

Teaching Methods ◽

Bologna Process ◽

Teaching Experience ◽

Teaching Staff ◽

Innovative Teaching ◽

Learning And Teaching ◽

Mechanical Field ◽

Hands On ◽

The Bologna Process

A summary of the personal investment in teaching fluid mechanics over 40 years in a French university is presented. Learning and Teaching Science and Engineering has never been easy, and in recent years it has become a crucial challenge for curriculum developers and teaching staff to offer attractive courses and optimized assessments. One objective is to ensure that students acquire competitive skills in higher science education that enable them to compete in the employment market, as the mechanical field is a privileged sector in industry. During the last decade, classical learning and teaching methods have been coupled with hands-on practice for future schoolteachers in a specific course on subjects including fluid mechanics. The hands-on/minds-on/hearts-on approach has demonstrated its effectiveness in training primary school teachers, and fluids are certainly a nice source of motivation for pupils in science learning. In mechanical engineering, for undergraduate and graduate students, the development of teaching material and the learning and teaching experience covers up to 40 years, mostly on fluid dynamics and related topics. Two periods are identified, those prior to and after the Bologna Process. Most recently, teaching instruction has focused on the Fluid Mechanics Concept Inventory (FMCI). This inventory has been recently introduced in France, with some modifications, and remedial tools have been developed and are proposed to students to remove misconceptions and misunderstandings of key concepts in fluid mechanics. The FMCI has yet to be tested in French higher education institutions, as are the innovative teaching methods that are emerging in fluid mechanics.

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Influence of Teacher-Centered and Student-Centered Teaching Methods on the Academic Achievement of Post-Basic Students in Biology in Delta State, Nigeria

Teacher Education and Curriculum Studies ◽

10.11648/j.tecs.20200503.21 ◽

2020 ◽

Vol 5 (3) ◽

pp. 120

Author(s):

Ezurike Chidubem Precious ◽

Ayo-Vaughan Adewunmi Feyisetan

Keyword(s):

Academic Achievement ◽

Teaching Methods ◽

Student Centered ◽

Teacher Centered

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‘Debating’ the Merits of Clickers in an Academic Library

North Carolina Libraries ◽

10.3776/ncl.v66i1.84 ◽

2008 ◽

Vol 66 (1) ◽

pp. 20

Author(s):

Rosalind Tedford ◽

Bobbie Collins

Keyword(s):

Active Learning ◽

Academic Library ◽

Literacy Skills ◽

High Tech ◽

Audience Response ◽

Audience Response Systems ◽

Student Centered ◽

Classroom Response Systems ◽

Learning And Teaching ◽

Response Systems

Technological innovations offer an opportunity for librarians to investigate and evaluate the most promising educational tools that will support and “enhance teaching methods and meet the demand for student-centered, active learning classroom strategies.”¹ Librarians are constantly searching for new pedagogical approaches to incorporate into their classroom presentations. With the push to make library instruction more interactive and to include active learning activities that motivate the student audience, librarians are developing creative programs to teach information literacy skills.² As part of this process, librarians are also identifying new tech devices such as audience response systems which may have pedagogic potential for learning and teaching. Audience response systems, or clickers, are gaining popularity on many college campuses as a tool to gauge students’ understanding of the material being presented during a lecture-type session. In an article describing new high-tech products, Gary Roberts predicted that screencasting software and classroom response systems “will eventually become essential tools for dynamic educators.”³

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Persepsi Mahasiswa PBI terhadap Penerapan Pembelajaran Aktif Menggunakan Model Pembelajaran Kooperatif pada Mata Kuliah Drama, Prose, Poetry

JLA (Jurnal Lingua Applicata) ◽

10.22146/jla.37485 ◽

2019 ◽

Vol 2 (1) ◽

pp. 91

Author(s):

Astry Fajria

Keyword(s):

Active Learning ◽

Qualitative Study ◽

Cooperative Learning ◽

Quantitative Data ◽

English Education ◽

Prose Poetry ◽

Learning Method ◽

Student Centered ◽

Qualitative And Quantitative ◽

Teacher Centered

Literary subjects are usually presented through lecturing the students in the classroom, leading them into a stage of boredom. In fact, the learning method has shifted from teacher-centered to student-centered. This way, active learning becomes necessary. The study aims to know the students’ perception on the use of active learning, especially cooperative learning, in Drama Prose Poetry subject. The research belongs to descriptive qualitative study, using closed and open questionnaires to obtain qualitative and quantitative data. The participants are 83 students taking Drama Prose Poetry subjects in the department of English Education. The results show that more than half of the participants (58 in number) agree to be more active in the classroom.

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Directions To Modernize Teaching Methodology

International conference KNOWLEDGE-BASED ORGANIZATION ◽

10.1515/kbo-2015-0095 ◽

2015 ◽

Vol 21 (2) ◽

pp. 560-564

Author(s):

Nicolae Căpăţînă

Keyword(s):

Teaching Methods ◽

Teaching And Learning ◽

Teaching Methodology ◽

Student Centered ◽

Student Centered Learning ◽

Teaching Learning ◽

Society Today ◽

Teacher Centered

Abstract Article presents the main directions of modernization of teaching methods, factor for modernization of education. Modernization of teaching methods is required by changes taking place in society today latter directly influencing the conduct of education. Shift from teacher-centered education to student-centered learning and changing paradigms instructional, teaching methods require modernization and transformation of his conception of education. Classical paradigm of teaching and learning profound changes, transforming the teaching learning, resulting in the need to change teacher.

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Strategi Pengajaran Dosen Dan Pengalaman Pembelajaran Mahasiswa Dalam Matematika Teknik Di Polytechnic Kuching Sarawak Malaysia

MADRASAH ◽

10.18860/jt.v6i1.3293 ◽

2016 ◽

Vol 6 (1) ◽

pp. 14

Author(s):

Ling Ying Leh

Keyword(s):

Active Learning ◽

Teaching Methods ◽

Student Involvement ◽

Teaching And Learning ◽

Engineering Students ◽

Learning Experience ◽

Learning Experiences ◽

Learning Approaches ◽

Student Centered ◽

Passive Learning

Teaching and learning approaches practiced by educators today must be different to suit the contents and time. Lecturers-teaching focused on student-centered teaching should be encouraged and emphasized as highly active student involvement is required during the process of teaching and learning. Active student involvement will form the interest of students to explore knowledge. The purpose of this study is to get the students’ perception of the lecturers’ teaching and students’ learning experiences. In this study, the lecturers’ teaching aspect highlighted is composed of a lecturer-centered teaching methods and student-centered teaching and learning experience aspects is in relation to active learning and passive learning. This study involved a total of 169 respondents among 2nd semester engineering students of diploma program who are studying in Engineering Mathematics 2 at Polytechnic Kuching Sarawak. These samples were identifid through stratifid random sampling method to answer a questionnaire about the lecturers’ teaching and students learning experiences. The instrument used was a structured questionnaire which containing 20 items. The data obtained were analyzed using descriptive statistics; i.e. mean, percentage and standard deviation. Through this study, the overall mean value obtained for lecturer-centered teaching methods and student-centered teaching methods are respectively 4.08 and 3.81. While the overall mean for active learning and passive learning is respectively 3.65 and 4.04. In this regard, the role of the lecturers who teach should not be underestimated because the majority of students still consider lecturer as a source of knowledge and “guardian” of them. Keywords: Active learning, Student-centered teaching

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Where's the evidence that active learning works?

AJP Advances in Physiology Education ◽

10.1152/advan.00053.2006 ◽

2006 ◽

Vol 30 (4) ◽

pp. 159-167 ◽

Cited By ~ 549

Author(s):

Joel Michael

Keyword(s):

Cognitive Psychology ◽

Active Learning ◽

Educational Psychology ◽

Teaching And Learning ◽

Learning Sciences ◽

Wide Spread ◽

Approaches To Teaching ◽

Student Centered ◽

Scientific Teaching ◽

Growing Body

Calls for reforms in the ways we teach science at all levels, and in all disciplines, are wide spread. The effectiveness of the changes being called for, employment of student-centered, active learning pedagogy, is now well supported by evidence. The relevant data have come from a number of different disciplines that include the learning sciences, cognitive psychology, and educational psychology. There is a growing body of research within specific scientific teaching communities that supports and validates the new approaches to teaching that have been adopted. These data are reviewed, and their applicability to physiology education is discussed. Some of the inherent limitations of research about teaching and learning are also discussed.

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TEACHERS’ TEACHING METHODS AND STUDENTS’ ACADEMIC PERFORMANCES IN IBARAPA EAST LOCAL GOVERNMENT AREA SECONDARY SCHOOLS

International Journal of Advanced Academic Research ◽

10.46654/ij.24889849.a61012 ◽

2015 ◽

pp. 15-28

Author(s):

Oke Abiodun

Keyword(s):

Local Government ◽

Secondary Schools ◽

Effective Teaching ◽

Teaching Methods ◽

Teaching Method ◽

Local Government Area ◽

Learning Needs ◽

Student Centered ◽

Differential Relationship ◽

Teacher Centered

This study was to investigate the differential relationship between teaching methods and students’ academic performances in Ibarapa East Local Government area Secondary schools. A sample of 100 students drawn from the Sciences, Commercial and Arts departments of all the secondary schools in the local government area were used for the study. Using the inferential statistics, students’ assessment test scores were derived from the internal class test prepared by some Measurement and Evaluation teachers. The differential relationship of the three major teaching methods on students’ academic performances was analysed using the General Linear Model based univariate ANOVA technique. The F(2, 107) statistic (= 10.13; p < 0.05 level of significance) and the Tukey HSD post-hoc results indicate that there is significant differences in the relationship between the three teaching methods and students’ academic performances. The mean scores results demonstrate that teacher-students interactive method was the most effective teaching method, followed by student-centered method while the teacher-centered approach was the least effective teaching method. Among the recommendations suggested were: New approaches to teaching – learning processes which connect to the learning needs of students should be put in place in order to reduce the menace of students performing poorly in school and eventually dropping out of studies. Student-centered learning environment should be encouraged in our secondary schools because it produces higher-level learning outcomes more efficiently than a traditional teacher-centered environment. There should be no bias in the selection of teaching methods by teachers in areas in which they possess exclusive monopoly knowledge to improve students’ academic performances in our secondary schools. Teachers should create an atmosphere conducive for learning in order to enhance the development of students’ learning experiences.

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Teaching & Learning in Community

About Campus Enriching the Student Learning Experience ◽

10.1177/108648229700200503 ◽

1997 ◽

Vol 2 (5) ◽

pp. 4-13 ◽

Cited By ~ 10

Author(s):

Parker J. Palmer

Keyword(s):

Active Learning ◽

Student Centered ◽

Community Of Learning ◽

Courage To Teach ◽

The Subject ◽

Teaching Learning ◽

Pedagogical Debate ◽

Teacher Centered

As the pedagogical debate swings between the teacher-centered model, with its concern for rigor, and the student-centered model, with its concern for active learning, some of us are torn between the two, says Parker J. Palmer. In this essay, adapted from Chapter Five of his new book, The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life, he offers a third option: teachers bring students into a community of learning around the subject itself.

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